... to those who need to make use of them means issuer for generating profit. Therefore, it can be inferred that investment banks are those institutions that are the counterparts of banks in the capital market in the function of intermediation in resources allocation. Investment banks carried on carious activities it helps companies and governments and their agencies to raise money by issuing and selling securities in the primary market. They assist public and private corporations in raising funds in the capital markets both equity and debt, as well as in providing strategic advisory services for expansion acquisitions, mergers and other types of financial transactions. Investment banks are organized into three categories: front office, middle office and back office. Front office helps customers raise funds in the capital markets and advise on mergers and...
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...University 01/2010 – Present Director Assistant, Canadian Chamber of Commerce in Shanghai 06/2009 – 08/2009 • Designed 2010 Expo Guide for Canadians in Shanghai. • Coordinated events on Canada’s Day and assisted Administrative Director with related projects • Located and entered data into several databases; made phone calls, and ensured timely mail processing. • Assisted administrative team members with clerical function. Dining Service Associate, University of Minnesota – Twin Cities 09/2009 – 12/2009 • Maintained inventory of standard dining service supplies and assists manager coordinate attendants. Member, Actuarial Club in University of Minnesota – Twin Cities 01/2009 – 12/2009 • Arranged the preparation of Casualty Actuarial Society (CAS) exam Volunteer, Students Today Leaders Forever 03/2009 – 12/2009 • Assisted the donation of food to Minnesotans at risk of hunger. Volunteer, in school for the Mute and the Deaf in Zhoushan, Zhejiang Province 2006 – 2009 • Taught disabled students Mandarin. Policy-analyst, Model United Nation in Shanghai K.J. Senior High School 2006 – 2008 • Analyzed UN policies for Model UN conferences HONORS/ AWARDS Honor Program, Awarded by Associate Dean of University of Minnesota – Twin Cities Global Excellent Scholarship, Awarded by University of Minnesota – Twin Cities Dean's List, Awarded by University of Minnesota – Twin Cities st th 1 prize, World 20 Odyssey of Mind Competition in China Area 09/2008 – 12/2009 09/2008 – 12/2009 Fall 2008, Fall 2009...
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...favouring other students. However, teachers are more likely to label a middle class child as smart, intelligent etc. Which makes them feel good and they achieve. This puts them at a starting advantage over their working class peers. Marxists would say this is creating inequality, and reproducing the ruling class ideology as they are above working class from an early age. Class size is also an in school factor; a small class means more one to one time with a teacher. Only middle class can afford public schools, and therefore have smaller class sizes and therefore are more likely to achieve more due to more time with the teacher. A middle class child is more likely to be placed in a higher set, as Bowles and Gintis says. This means they are more likely to be taught to a higher grade, which means they will perform better in the exam as they will be prepared for the exam. Some people may also argue that public schools have better teacher standards, only middle class can afford the public schools, which means they get this higher teaching standard. This means that they will outperform the working class and get into higher universities, as source B states. The ‘ideal pupil’ is a concept used by Howard Becker in 1952, usually middle class are closer to the ideal pupil than the working class, this means that the teacher will show favouritism to the middle class because they are closer to said pupil, and means that middle...
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...Conklin Hall, 310 TEXTBOOK: o Arthur Goldschmidt Jr., A concise history of the Middle East, Westview Press, 2002. o Marvin E Gettleman & Stuart Schaar, The Middle East and Islamic world reader, New York, 2003. o Additional primary source readings will be posted on Blackboard. o Also see: Internet Islamic History Sourcebook (compiled by Paul Halsall) COURSE DESCRIPTION: This course is a survey of the history of the Islamic civilization. In this course, we will study social, economic, and cultural aspects of the history of the Middle and Near East region, from the dramatic arrival of Mongol armies in the mid-thirteenth century up to the present era. The treatment of the subject will be roughly chronological, though social and economic life, culture, and arts will be discussed thoroughly throughout the course. In addition to lectures, the course will heavily draw upon discussion sessions, which will give students a hands-on approach to history. In these sessions, we will discuss in detail various historical problems presented in the text, lectures, and audio-visual materials. 1 2 COURSE OBJECTIVES: Upon successful completion of this course, students will be able to: - name and identify individuals, events, themes, and issues of major importance in the History of the Middle and Near East, - demonstrate a basic level of competence in differentiating the major periods of the History of the Middle and Near East and the significance of historical context, - recognize the importance...
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...However there are many other school processes that cause underachievement. To label someone is to attach a meaning or definition to them. For example, teachers may label a student as smart, thick, hardworking or troublemaker. Studies have shown that teachers often attach such labels regardless of the pupil’s actual ability or attitude. Instead they label pupils on the basis of stereotyped assumptions about their class background. Becker carried out an important study of labelling. He carried out interviews with 60 Chicago high school teachers. His findings were that they judged pupils according to how closely they fitted an image of the ‘ideal pupil’. Pupils work, conduct and appearance were key factors influencing teacher’s judgments. Middle class children were seen as the closest to ideal by teachers however lower working class children were seen as furthest away from it because they regarded them as badly behaved. Cicourel and Kitsuse’s study of educational councilors in an American high school shows how such labelling can disadvantage working class students. Cicourel and Kitsuse found inconsistencies in the way the councilors assessed students’ suitability for courses. Although they claimed to judge students according to their ability, in practice they judged students largely on the basis of their social class and/or race. This labelling led to students doing better (or worse) than they academically should disallowing smart students from poor working class backgrounds...
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...Social class is the key factor influencing a child’s education attainment. There are major differences between the levels of achievement of the working class and middle class. Generally the higher the social class of the parents the more successful a child will be in education. Social class inequality begins in primary school and becomes greater as you move up through the education system with the higher levels of the education system dominated by middle and upper-class students. There are many other factors that can explain differences in educational achievements for different social classes, these include material explanations which put the emphasis on social and economic conditions, cultural explanations which focus on values, attitudes and lifestyles and factors within the school itself. Material factors such as poverty, low wages, diet, health and housing can all have important direct effects on how well individuals do at school. Material deprivation such as this helps when explaining the pattern of working-class underachievement in education. Douglas (1964) found that poor housing conditions such as overcrowding and insufficient quiet can make study at home difficult meaning they cannot complete homework and may not pass exams. In working class families, low income or unemployment may mean resources such as computers and text books cannot be bought which will restrict the amount of studying the child can do. They may also not be able to attend school trips that could...
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...favouring other students. However, teachers are more likely to label a middle class child as smart, intelligent etc. Which makes them feel good and they achieve. This puts them at a starting advantage over their working class peers. Marxists would say this is creating inequality, and reproducing the ruling class ideology as they are above working class from an early age. Class size is also an in school factor; a small class means more one to one time with a teacher. Only middle class can afford public schools, and therefore have smaller class sizes and therefore are more likely to achieve more due to more time with the teacher. A middle class child is more likely to be placed in a higher set, as Bowles and Gintis says. This means they are more likely to be taught to a higher grade, which means they will perform better in the exam as they will be prepared for the exam. Some people may also argue that public schools have better teacher standards, only middle class can afford the public schools, which means they get this higher teaching standard. This means that they will outperform the working class and get into higher universities, as source B states. The ‘ideal pupil’ is a concept used by Howard Becker in 1952, usually middle class are closer to the ideal pupil than the working class, this means that the teacher will show favouritism to the middle class because they are closer to said pupil, and means that middle...
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...Police Training College Royal Bahamas Police Force PRELIMINARY RECRUITMENT FORM Name of Applicant (BLOCK CAPITALS) (LAST) Date of Birth (Day/Month/Year) Sex (FIRST) Age Last Birthday Height House/Apartment # Home Telephone No. Cell Phone No. Island Work Telephone No. E-Mail: Passport No. Place of Employment (MIDDLE) Place of Birth Weight Nationality Male □ Street Address P.O. Box National Insurance No. Drivers License No. Female □ Current Profession or Occupation EDUCATION ( ( ( ( ( ( Please indicate (tick box) the highest level of education you have received. ) High School Diploma (or equivalency) ) 2-year College Diploma (Associates Degree) ) 3-Year College Diploma ) Bachelor’s Degree ) Master’s Degree ) Doctoral Degree/Professional Designation. Dates Attended: Highest Grade/level Completed Junior High School Attended: B.J.C’s Obtained @ grade ‘C’ or above Secondary School Attended: Dates Attended: Highest Grade/level Completed B.G.C.S.E’s Obtained @ grade ‘C’ or above University Attended: Business, Trade or Technical School: Dates Attended: Dates Attended: Specific Major Area of Study: Course Name: Degree Awarded : Licence or Certificate Obtained: Other relevant Courses, Workshops, Seminars, Training, Licences, Certificates or Degrees: EMPLOYMENT HISTORY Name of Current Employer: Address Your Position Telephone Number Brief description of duties P.O.Box Date Started Supervisor Name and Title Name of Previous Employer...
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...integral function of society, as it provides a contributory characteristic which helps to maintain and adapt society and it’s values Before the 1960’s, education was taught through a system known as the ‘Tripartite’ system. This involved all children at the age of eleven undertaking an exam in order to ascertain individual ability in order to separate the children into streams of ability and assign them to what was believed to be the most appropriate school. Those demonstrating exceptional ability went to Grammar schools, which were designed to prepare them for professional occupations. Those of lesser ability moved to Secondary modern schools which focused on providing pupils with the skills necessary to prepare the students for more manual and unqualified jobs. A third sector was introduced called a Technical college. This was primarily based on teaching the children purely manual skills which in turn would be used for manual labour. This system frequently served to reinforce social inequality because it was largely middle class children who went to Grammar school, while the working classes were frequently restricted to either Secondary Modern’s or technical schools. The difference being that middle class families provided their children with advantageous primary socialisation in the form of literature, using a wide vocabulary, etc which resulted in a stark difference in ability at the age of eleven. The system was highly criticised by saying that it did not allow fair opportunity...
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...underachieve because they are culturally deprived? Cultural deprivation is the notion that the underachievement of working class children in exams is a result of their home background and parent’s failure to socialize them into the skills and values required for educational success. The three aspects of cultural deprivation are: Intellectual development, Language and Attitudes and Values. One of the aspects of cultural deprivation is Intellectual Development, which is the development of thinking and reasoning. Working class children may be less intellectually developed as their homes may lack books, educational toys and activities that stimulate their intellectual development. Douglas’ study found that working class pupils scored lower on tests of ability that middle class pupils, and due to this he argues that working class parents were less likely to read with their children thus stunting their intellectual growth and development. However, is has been argued by sociologists that cultural deprivation is not the only factor contributing to the underachievement of working class children, and that material deprivation and internal school factors may be just as important, if not more so, than cultural deprivation. The second aspect of cultural deprivation is Language, which is the differences that exist in the language used by the middle class and the language used by the working class. Bernstein has identified two different types of language, separated into different ‘Speech...
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...Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the answers to the specific problems earlier raised in the study. Problem 1. What is the demographic profile of the respondents in terms of their: 1.1. Age 1.2. Sex 1.3. Year Level 1.4. Social Economic Status 1.5. Honors and Awards Received 1.6. Study Habit 1.1. Profile of the Respondents as to Age The frequency distribution and percentages of the respondents age, gender, year level; and honors and awards received are shown in Table 2. As presented in the table, it showed that there are 173 respondents for ages 11-13 with 44.25%, while 192 respondents for 14-16 with 49.10% and for 17 and above, there were 26 respondents equivalent to 6.67%. Out of 391 respondents, an age 14-16 has the largest frequency. For the gender category, there was 183 males with 46.80% while 208 for females which is equivalent to 53.20%. For gender category, female has the largest number of frequency. Of the 391 respondents, there were 97 respondents in grade 7 with 24.81%, for the second year, there were 98 respondents which is equivalent to 25.06%, for the third year, there were 96 respondents and equivalent to 24.55% and 100 respondents with 25.58% for the fourth year. It shows that the fourth year level has the high frequency respondents. For the honors and awards received, there were 28 valedictorian, 24 salutatorian, 52 belong to the TOP 10, 19 who gained awards for sports, 32 academic awardees...
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...Blake A. Taylor HIST 1750 Exam 3 12.05.16 Exam 3: The ways in which the three empires (Ottoman, Mexican, Inca) shaped the onset of colonization was through the dispersion of land based on the number of people that your country had. Simply put it was through the use of military and non-military migration. This meant that the more people you had the more land you could take by either assimilation or by force. Also each of the three major empires were based in different parts of the Americas. In the Americas the Aztec controlled 200,000 square miles and had over 20 million people and the Inca controlled 2500 square miles of land and had a substantially smaller number of people meaning that their prosperity was very dependent on the trade with the Aztec people in order to avoid war. However, the Ottoman empire was a little different in the way they colonized their large country and plot of land. The Ottoman Empire was based in Europe and controlled the majority of Europe including some of the middle east. The Ottoman would use their military might in order to take land and power they would give smaller countries the option to join them and if they refused they were whipped out. The Ottoman empires most valuable trade was its military might in other words you traded with them the price they request or you wont get a chance to trade again. So to wrap this all up the more people you had meant more land which meant more people which meant bigger army which meant ...
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...Over the board, middle class students generally do better than working class students in educational achievement. Some sociologists argue that this is due to three key factors. Labelling, subcultures and marketisation. This focuses on things that occur internally. One of these key factors is labelling. To label someone is to attach a meaning or definition to someone. An example of this would be that teachers often apply labels to students on the basis of their behaviour or appearance. Becker found some evidence behind this after he did some research on high school teachers. He found they would label students according to how closely they fitted the image of the, “ideal pupil.” Pupils work conduct and appearance were the key factors in influencing their judgement. Cicourel and Kitsuse also found some evidence when studying counsellors. They found inconsistencies in the way in which students suitability for courses were assessed. The councellors said they judged students according to their ability. In practise however they judged them on the basis of social class or race. Middle class students were more likely to be placed on higher level courses and seen as suitable college material. Following on from this labelling theory, Rist did some research and found that teachers used a range of methods to place students in separate groups and this had implications in terms of access to knowledge and achievement. Each pupil was streamed into a different group. Streaming is when a...
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...factors as responsible for working-class under-achievement. One such factor being the lack of intellectual stimulation. Working class families are less likely to give their children educational toys and activities that will stimulate their thinking and reasoning skills, and less likely to read them. This effects their intellectual development so that when they begin school they are at a disadvantage compared with middle-class children. Another factor responsible for working-class under-achievement is the restricted speech code. Bernstein (1975) distinguishes between elaborated and restricted speech codes. He says that the working class use the restricted code. The restricted speech code is less analytic and more descriptive, has a limited vocabulary and is formed of simple sentences or even just gestures. The middle class however, use the elaborated code. This is more analytic, with a wide range of vocabulary and complex sentences. Crucially, the elaborated code is the one used in education, by teachers, exams, textbooks, university interviews etc. This gives the middle class an educational advantage. Yet another factor responsible for working-class under-achievement is the working-class subculture. Cultural deprivationist theorists identify three aspects of working-class subculture that contribute to...
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...them. Becker carried out a study on labelling on 60 Chicago high school teachers, and found that they judged pupils according to how closely they fit an image of the ideal pupil. The pupils work, conduct, and appearance were key factors to the teachers’ judgements. Becker found that middle class children were closer to the image of the ideal pupil whereas the working class children were furthest away and seen as badly behaved. Cicourel & Kituse’s study of educational counsellors in an American high school shows how this labelling can disadvantage working class student. They found that the way in which counsellors would assess the student’s suitability for courses. They judged students on the basis of their class and/or race. Where students would have the same grades, they work more likely to label middle class pupils as having college potential and to place them on higher level courses. Rist did a study on an American kindergarten and found that the teachers used information about the children’s home, background and appearance to place them in separate groups, seating them each at a different table. The first group were the ‘tigers’ which were known as the fast learners. These ‘tigers’ were middle class, had a neat and clean appearance and were seated nearest towards her and were also given more encouragement by the teacher. The other two groups, the ‘cardinals’ and the ‘clowns’ were more likely to be working class, and were...
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